Lesson Plan

Teacher Candidate: Jordan Katz Date: 1/25/2024

Group Size: Allotted Time: 2:30-3:00 Grade Level: 4th

Subject or Topic: Science - Rain to Drain

Common Core/PA Standard(s)

3.3.4.D Obtain and combine information to describe that energy and fuels are derived from
natural resources and their uses affect the environment

Learning Targets/Objectives

- After learning about Newton's 1st Law of Motion, students will be able to explain and
define what the law is

- After learning about Newton’s 1st Law of Motion students will be able to describe how
water moves/what causes water to move

Formative Assessment Approaches Evidence observation or method of collection

1. Anecdotal notes during class 1. Class discussion of observations and
discussions predictions
2. Anecdotal notes during observations 2. Creating a hands-on activity
of small group experiments model/experiment of flowing water
moving down hill with a damp sponge
….
…
Assessment Scale for any of the assessments above if needed
N/A

Summative if applicable N/A

Subject Matter/Content to be taught in the lesson

Prerequisites
- An understanding of how we use water
- An understanding of why we use water
- An understanding of what happens if we have too much water
- An understanding of what happens if we have not enough/too little of water
- An understanding of flooding
- An understanding of what a drought is
- A general understanding of the water cycle
New Key Vocabulary

- Force: Strength or energy as an attribute of physical action or movement

- Gravity: The force that attracts a body toward the center of the Earth, or toward any
other physical body
- Prediction: A statement of what would be observed under specific conditions
- Observation: The act of noticing or perceiving and the acquisition of information from
a primary source
- Slope: A surface of which one end or side is at a higher level than another

Content/Facts

Introduction/Activating/Launch Strategies

- Good Afternoon friends! Today we are going to continue on with what we did
yesterday. But first, can someone please give a quick summary of what we did
yesterday and what we talked about?
- *Teacher will call on someone to give a summary of what we did yesterday and have a
quick discussion with the class
- Yesterday we ended class by holding the tray with water on a slant and the water
flowed down the tray. Today, we are going to talk about how we can slow or stop
water from flowing downhill
- Turn and talk to a partner about some ways you think we can slow water down when
flowing down a slope?
- *Teacher will remind students of the call and response and have them practice it before
going into conversation
- Alright go ahead and talk!
- *Teacher will walk around and listen to conversations
- *Teacher will implement call and response
- Alright can I have volunteers to come up and write an idea on the board? I will pick
four people
- *Teacher will have students come jot their ideas
- These are some great ideas on how we can get water flow slower when going down a
slope! Today we will be doing an experiment to see if we can get the water to flow
slower!

Development/Teaching Approaches
- Alright! So, let's turn to page 8 and at the top it says “Does water ever roll uphill
without additional forces acting on it?” Can someone answer this for me?
- *Teacher will call on a student to answer
- No! Very good! Go ahead and write that down in your notebooks
- *Teacher will give a few seconds for the students to write in their notebooks
- This is not in your notebooks, but does anyone know why water does not roll uphill?
- *Teacher will call on a student
- Yes, very good because of gravity! So remember, gravity is the force that causes us to
 stay at the center of the Earth and not float away, so that is why water cannot and does
not ever roll uphill. Remember we talked about this yesterday!
- Before we do our experiment today I am going to play a quick video for you that talks
about friction and gravity. We just talked about what gravity is, does anyone know
what friction is?
- *Teacher will call on a student
- Yes, it is when two objects or surfaces rub against one another, and this video talks
about just that!

- •https://www.youtube.com/watch?
v=8wXWraHglVM
- Alright, now that we watched the video let’s try it for ourselves. I am going to first put
you into groups and then I will explain what you will be doing
- *Teacher will put students into groups
- Alright! In just a moment I am going to give each group a tray and a damp sponge, you
are going to place your sponge in the middle of the tray, pour a small amount of water
above it, and lift one side of the tray like we did yesterday and observe what happens!
- *Teacher will put students into groups
- Before we begin, turn and talk in your groups about what you think is going to happen,
make predictions!
- *Teacher will walk around the room and listen to students conversations
- *Teacher will implement call and response
- Alright, what are some of our predictions?
- *Teacher will call on a few people to share
- Okay, everyone send one person from your group to get the supplies and you may
begin
- *Teacher will walk around and observe students as they complete the experiment
- *Teacher will implement call and response to get the group back together
- Alright, what did we observe?
- *Teacher will call on a few students to share and will discuss the findings as a class
- *Teacher will prompt students to go back to their original seats
- Alright, how did the sponge change the movement of the water going downhill?
- *Teacher will call on student to answer
- Yes! The sponge slowed the water down. In this case, the sponge acts as grass or sand,
when it rains the rain soaks into the grass or sand and the flow slows down. That is
what happened here, the water soaked into the sponge and the flow slowed down! Go
ahead and write that in your books under number 10
- Now, under number 11 go ahead and describe your personal observations
independently. When you finish give me a thumbs up so i know you are ready to move
on
Closure/Summarizing Strategies
- Great work today friends! The last thing we are going to do today is if you turn to page
nine it is asking you questions that connect to the environment. Complete the top four
independently. Once you are done raise your hand
- *As students finish the teacher will collect their workbooks and prompt them to quietly
line up at the door to go back to their homeroom

Accommodations/Differentiation
- Follow all IEP and 504 plans

Materials and Resources:

- Workbooks
- Smart board
- Cooking Tray
- Cup of water
- Ruler
- Damp sponge

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts